Evaluation of School Improvement Plan Hapeville Elementary School

2/6/13

Schoolwide Title I

Evaluation of School Improvement Plan – Hapeville Elementary School

Evaluate the Effectiveness of your School Improvement Plan from 2011-2012 and make adjustments as needed.

You will include this Evaluation in your Title I Documentation Notebook. Answer these questions for the evaluation. [Rubric will be attached at year-end]

o  Has our overall achievement increased as a result of our Title I School Improvement Plan? Why or Why not? The initiatives that were implemented during the 2011 – 2012 school year from the Title I School Improvement Plan facilitated the increase of students’ overall academic achievement.

o  2 types of evaluations – ongoing or annually. Which type was selected? Ongoing

o  What needs to be changed in our School Improvement Plan for FY2012-13 to address the needs of our students as a result of current data?

Based on the results of the 2011-2012 CRCT, our Title I School Improvement Plan significantly supported us in our overall student achievement. This is evident by the following data:.

Based on the 2011-2012 CRCT State Assessment Hapeville’s strengths lie in the content areas of Reading and Language Arts with a school average of 84% in Reading and Language Arts for grades 3rd through 5th. Hapeville showed a decrease in the area of Mathematics this year with 70% of students meeting or exceeding in grades 3rd thru 5th this is a slight decrease over the previous school year. Overall achievement for Hapeville Elementary has fluctuated in the following areas based on student performance on the CRCT:

¨  Student achievement in 4th grade Mathematics decreased by 11 points compared to 2010-2011 from 79% to 68%.

¨  Student achievement in 4th grade Reading increased by 6 points compared to 2010-2011from 80% to 86%.

¨  Student achievement in 5th grade Mathematics decreased by 15 points compared to 2010-2011from 87% to 72%.

¨  Student achievement on the GA Writing Assessment maintained 83% compared to 2010-2011.

¨  Students with disabilities had an 1% decrease in the area of Mathematics compared to 2010-2011from 35% to 34% (slight decline in SWD population.)

¨  5th grade had an increase in the number of students advancing to Levels 2 and 3 based on 4th grade performance – 1% decrease in the area of Reading from 80% to 79%, and 7% increase in the area of Language Arts from 80% to 87%. However, there was a 7% decrease in the area of Mathematics from 79% to 72%.

We attribute the decline in student achievement in the area of Math for the 2011-2012 school year to the deemphasis of daily basic math computation. The 2010-2011school-year included a daily 5 minute drill and practice component. That emphasis was not continued in 2011-2012 and possibly resulted in lower math scores. The daily basic math component will be added to the 2012-2013 school year. The implementation of the Measuring Up program will be utilized and serve as a diagnostic to drive instruction and provide practice opportunities for students at their specific instructional level with an emphasis on basic math computation.

Continued implementation of the Professional Learning Community (PLC) model further assisted our efforts to increase student achievement. The opportunity for grade level teams and departments to collaborate weekly on student learning has become a part of our school culture. Through participation in PLCs, teachers enhance their leadership capacity while they work as members of ongoing, high-performing, collaborative teams that focus on improving student learning.

Hapeville also incorporated the inclusion model in our special education department in all content areas. This model allowed us to bring the support services to the child and allowed for closer collaboration between the regular education teacher and the special education teacher on what was best for not only the special education student but would be of benefit to the regular education child in that particular learning environment. For the 2012-2013 school year there will be emphasis given to a combination of collaboration and resource closely aligning the model to the needs of the learners.

The Lead Writing Teacher directly impacted student achievement in the area of Writing by maintaining student progress compared to the 2010-11 school year. For the 2012-2013 school year we will be utilizing Write Score to assess student progress throughout the year in order to guide instruction.

Ongoing evaluations were utilized as indicated in our Title I School Improvement Plan. Ongoing evaluations allowed us to see immediate results while providing the opportunity to re-teach, monitor and adjust, as needed. Hapeville’s evaluation of the School Improvement Plan is an ongoing process due to our effective development and use of bi- weekly formative assessments, common summative assessments (Measuring Up) and Fulton County’s Checkpoints data (September and February). These data points kept us informed about both the teacher’s effectiveness in the delivery of instruction and the students’ understanding of the information presented at a point when timely adjustments can be made. These adjustments helped to ensure students achieve targeted standards-based learning goals within a set timeframe. The common summative assessments and Checkpoints provided us with information about what the student learned or didn’t learn in their mastery of grade level standards during the unit of study.

Changes which need to occur in the School Improvement Plan based on our most recent data indicate the following needs to take place:

¨  Purchase of a 5th grade teacher to reduce class size especially due to low performance of 4th and 5th grade students on 2011-12 Math CRCT.

¨  Look at purchasing a 4th grade teacher to reduce class size at this grade level.

¨  Common plan for ESOL teachers during 3rd grade planning to better support 3rd grade students

¨  Develop a plan of action to more aggressively move students from level 2 to level 3 by decreasing class sizes, purchasing additional resources that address literacy across all content areas.

¨  Provide supplemental professional development to teachers on the CCGPS in the area of Math (CCGPS Mini Math Academy), integration of curriculum through Writer’s Workshop training opportunities, support for technology through the GAETC Conference, and support from ESOL to help teachers differentiate the CCGPS in order to better meet the needs of not only our ESOL students but all learners.

¨  To develop Instructional calendars in all content areas to integrate literacy across all content areas as well as address the Power Standards.

¨  Align our School Improvement Plan to the Teacher Keys.

Table of Contents

Schoolwide Planning

Fulton County Vision Statement:

The vision of the Fulton County School System is for all students to learn to their full potential

Fulton County Mission Statement:

The mission of the Fulton County School System is to educate every student to be responsible, productive citizens

Characteristics of the Vision:

Excellence

Trust and Honest Communication

Common Understanding

Personal Responsibility

Commitment

Academic Achievement

Measured Results

Continuous Improvement

Safe and nurturing environment

Involved family, community and staff

Transparency and Accountability

Title I Department Goal:

The Title I goal is to ensure that each child successfully meets or exceeds Georgia’s proficient and advanced levels of student performance and meets or exceeds expectations on local, state and national assessments.

Schoolwide

Comprehensive Title I School Improvement Plan

Directions for Plan Completion:

Schoolwide Program (SWP): Complete all sections of the plan, except those that are highlighted in PEACH.

Targeted Assistance Program (TA): Complete any section containing a TA component as well as the PEACH highlighted sections appropriate to your designation (TA)

Flexible Learning Program (FLP). Please include statements to align the Flexible Learning Programs where indicated or applicable. Flexible Learning Program template should be completed along with your Title I Documentation.